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THESIS
SARTIKA
2018
MOTTO
LIFE JUST ONCE, DO WHAT YOU LOVE AND LOVE WHAT YOU
DO. MEETING SOMEONE WAS FATE, BECOMING SOME
PEOPLE AS FRIENDS WAS CHOICES, BUT LOVE WAS
COMPLETELY OUT OF CONTROLS.
-SARTIKA
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DEDICATION
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iv
v
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ACKNOWLEDGMENT
blessed, guided, given the health and ability to the writer during writing this thesis.
Then, May Shalawat and Salam to our great prophet Muhammad SAW, the most
greatest leader, supreme among a prophet who has guided us from the darkness to the
lightness.
The writer realized that this thesis could not be completed without getting
many people. Therefore, the writer would like to express the greatest appreciation and
1. The writer gave special gratitude for her beloved parents, Abu Bakar and Rabiah
who had been giving their love, patience, sincere prayer and support all the
time and gave a smile and happiness in her life. Infinite thanks to all things that
they have given, it will be never forgotten till the end of life. The writer’s deepest
thanks to beloved brother and sister specially for Supriadi and Sukmawati S.Pd to
2. The greatest thanks to the Rector of UIN Alauddin Makassar, Prof.Dr. Musafir
Pababbari, M.Si., The Dean of Adab and Humanities Faculty, Dr. H. Barsihannor,
M.Ag., all the Vices of Dean of Adab and Humanities Faculty, Dr. Abd. Rahman
R, M.Ag., Dr. Hj. SyamzanSyukur, M.Ag., and H. Muh. Nur Akbar Rasyid,
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M.Pd., M.Ed., Ph.D., the Head of English and Literature Department Kustiwan
Syarif, S.Ag., M.A., Ph.D., the secretary Syahruni Junaid. S.S., M.Pd., and the
staff of Adab and Humanities faculty as whole for their administrative supports,
3. The writer gave gratitude, especially to the supervisors, Dr. Hj. Nuri Emmiyati.,
M.Pd. and Nasrum, S.Pd., M.A. for their guidance, support, advices and their
precious time during writing this thesis. Futhermore, the writer would like to
express thank to the first examiner Serliah Nur, S.Pd., M.Hum., M.Ed. and the
second examiner Faidah Yusuf, S.S., M.Pd. for giving their guidance, correction,
support and advices. Besides, the researcher did not forget to say a lot of thanks to
all the lecturers of English and Literature Department for their patience in sharing
4. Besides, the greatest appreciation was delivered to the writer’s beloved friends
S.Hum, Citra Andini S.Hum and Syamsinar Japur S.Hum, Thanks to the
students of English Literature Departmen batch 2013 specially from all may
classmate Ag 1.2 and also the witer’s special friend Sabindo ‘gendut’ who always
gave the writer supports and helped during the writer’s study and writing this
thesis. Then, the writer deepest thanks also went to big family’s Wisma 16 who
had support her for getting scholarship. The sweetest thanks went to all of the
friends from KKN UINAM PadangLampe. Then for all the friends that cannot be
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TABLE OF CONTENTS
COVER PAGE i
MOTTO ii
DEDICATION iii
PERNYATAAN KEASLIAN SKRIPSI iv
PERSETUJUANPEMBIMBING v
PENGESAHAN SKRIPSI vi
ACKNOWLEDGMENT viii
TABLE OF CONTENTS xi
ABSTRACT xiii
CHAPTER I INTRODUCTION
A. Background…………………………………………….. 1
B. Research Questions…………………………………….. 3
C. Research Objective........………………………………. 4
D. Research Significance..……………………………….. 4
E. Research Scope……………………………………… 4
A. Previous Findings 6
B. Pertinent Ideas 9
1) Definition of Repetition 9
2) Types of Repetition Functions 11
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CHAPTER III RESEARCH METHODOLOGY
A. Research Method………………………………………. 18
B. Subject of the Research…...…………………………… 18
C. Instrument of the Research.…….…………………….... 19
D. Procedures of Data Collection…..…………...………… 20
E. Techniques of Data Analysis….…………………...…... 20
A. Findings…..…….……………………………………..... 21
B. Discussions…………………………………………...… 47
A. Conclusion…..……………………………………...….. 50
B. Suggestion…………………………………………...…. 50
BIBLIOGRAPHY ..………………...……………………………………… 52
BIOGRAPHY ..........................…………………………………………....... 55
APPENDICES …...……….….……………………………………………... 56
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ABSTRACT
Name : Sartika
Reg. Number : 40300113014
Major : English and Literature Department
Faculty : Adab and Humanities
Title : Types of Repetition Functions Used by the Instructors of I Study
English Here (ISEH)
Supervisor I : Hj. Nuri Emmiyati
Supervisor II : Nasrum
This research was about repetition functions which aimed to discuss about
some various types of repetition functions. This research focused on types of
repetition function used by the instructor of I Study English Here (ISEH). The writer
based the theory on Tannen (1989). The data were analyzed through qualitative
method. The writer used observation sheep and audio recorded as the instrument to
get the valid data. This research revealed that all the types of repetition function were
used. The more potentially types on sequence used ratifying listenership, expanding,
stalling, bounding episodes, participatory listenership and evaluation through
patterned rhythm. Repetition types which less potentially used are repetition as
participation, humor and savoring. The causes of the instructors used types of
repetition function is to stress the ideas or important information must getting by the
students, repeat the utterances also comes from on-going talk and then repeat the
utterance sometimes in order to showing participation. The writer concluded that
repetition cannot be avoided in conversation.
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CHAPTER I
INTRODUCTION
A. Background
repetition that may fulfill function has been done by Lyster (1988). In this study, the
writer specifically will focus on types of repetition functions such as whether they
were produced. Research in discourse analysis has revealed that there are various
episodes.
language to produce a conversation. It means when we talk it shows our language and
People who live in different countries, ethnics and cultures have different languages.
Allah states about the varieties of language in surah Ar-Rum verse 22:
ف أ َ ۡل ِسنَ ِتڪ ُۡم َوأ َ ۡل َوٲ ِن ُك ۡمۚ ِإ َّن ِفى ِ ت َو ۡٱۡل َ ۡر
ۡ ض َو
ُ ٱخ ِتلَ ٰـ َّ َو ِم ۡن َءا َي ٰـ ِتِۦه خ َۡل ُق ٱل
ِ س َم ٰـ َوٲ
)٢٢( َذَٲ ِل َك َۡلَيَ ٰـ ٍ۬ت ِل ۡل َع ٰـ ِل ِمين
Translation:
“And among His signs is the creation of the heavens and the earth, and the
difference of your languages and colors. Verily, in that are indeed signs for
men of sound knowledge.”(Ar-Rum verse 22).
From the verse above, Allah SWT shows us the signs of His authority through
differences of human language. It means that Allah has created the earth and its
dialect, and intonation in order to know each other and make good communication.
The aims of this study is to describe the types of repetition functions that used
by the instructors of I Study English Here (ISEH) in Makassar. This research gives a
appropriate references in conducting the further research with similar topic about
repetition. Then, this research can be used to understand the content of repetition as
represented in the real life about language and discourse specially about types of
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repetition function. Besides, the types of repetition function will be understood and
in the narratives of speakers in this case based on instructors of I Study English Here
(ISEH) teach in the classroom. The writer focused on types of repetition functions
Then, why this thesis interested and important to analyze beside of the content
of repetition analyze was an interesting topic in language and discourse study this
research more inform about the types of repetition functions. As the case study of this
research, the object is the instructors of I Study English Here (ISEH) in Makassar.
For all of this research, the writer hope this research can be used as appropriate
B. Research Questions
1. What are the types of repetition functions used by the lecturers of I Study
2. How are the causes of repetition used by the lecturers of I Study English
Here (ISEH)?
C. Research Objective
Based on the question of the problem statement above, the objectives in this
research is:
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1. To describe the types of repetition functions that used by the lecturers of I
D. Research Significance
represented in the real life about language and discourse specially about types of
repetition functions. Besides, the types of repetition functions will be understood and
E. Research Scope
instructors of I Study English Here (ISEH) using the theory of Tannen (1989).
Tannen (1989) categorizes types of repetition functions into nine types, they are:
Bounding episodes.
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CHAPTER II
LITERATURE REVIEW
A. Previous Findings
The writer presents three previous finding which related or relevant with this
research, as follow:
Farhan, Sheileek and Rabab’ah (2012) in their journal article “The Pragmatic
such repetitions as used by English Native Speakers based on7 full episodes of Dr.
Phil’s TV Show. That research use descriptive method that describes the data then
analyzed quantitatively. The aim of this study is to found how the native English
Show and describe the main function of these repetitions. That research use Data
research found that Dr. Phil, the host, employed self-repetition as a communication
strategy that performs several functions. Since the study was limited to Dr. Phil TV
show, it was noticed that both Dr. Phil and his guests used many repetitions (175
instances), which performed a wide range of functions. However, it was found that
Dr. Phil resorted to repetition more than his guests did, 132 and 43 instances,
respectively, which could be attributed to the fact that Dr. Phil was superior to the
hosts. The hosts did not use as many repetitions as Dr. Phil did, because he possibly
controls the interaction, and his main concern was eliciting all kinds of meanings to
make his show successful. Then, repetition was used by Dr. Phil and his guests not
only to perform various functions, but it also was manifested in different linguistic
as a filler in order to take time, fill in the silence and hold the floor when the speaker
is searching for proper words to say next. Another significant finding was that a
single utterance in the interaction between Dr.Phil, the host, and his guests was used
to perform a wide range of functions. The study conclude that these findings had
significant implications for EFL/ESL teachers and the inter language development of
EFL/ESL learners.
examining the repetitions in the discourse of 83 learners of French. The aims of this
study is to found how repetition helps the speakers of a language to develop and
communication strategies by both native and non-native speakers in this case Turkish
Speakers of French. The result of this research shows that all the narratives analyzed,
GL repetitions were employed with some 10% more frequency than WL repetitions.
For both levels, pronouns, determiners and verbs were the commonest elements to be
repeated. That these three elements occupy around 70-80% of usage in repetitions,
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reveals their significance in spontaneous speech of non-native speakers. Whatever the
proficiency level of learners of French may be, these three word classes serve as most
technique on students’ vocabulary mastery which was observed and analyzed from
students of seventh grade at SMP Islam Ruhama. The aims of this research is to find
which was observed and analyzed from students of seventh grade at SMP Islam
Ruhama. The method applied in this research was the quantitative method with the
quasi experimental design. The sample of this research was all the students of grade
VII-2 consisting of 23 students as a control class and all the students of grade VII-3
proved by tvalue (2.096) which is higher than table in the degree significance 5%
(1.680). Furthermore, the test of hypotheses showed that sig 2 tailed (p) was 0.042
while alpha (α) was 0.05 (0.042 < 0.05) meaning that H0 (Null Hypothesis) was
rejected and Hα (Alternative Hypothesis) was accepted. In others words, the use of
From the three previous findings above, the research has similarity and
differences from those researches. The similarities of the researches are studied about
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repetition. Then, the differences between three previous findings above with this
research are: (1) the first previous finding focuses on native speakers of English, and
based on 7 full episodes of Dr.Phil's TV Show. (2) The second previous finding
focuses on Repetition used in the Narrations of Turkish Speakers of French. (3) The
Students’ Vocabulary Mastery which was observed and analyzed from students of
seventh grade at SMP Islam Ruhama. Then, the sample of this research was all the
students of grade VII-2 consisting of 23 students as a control class and all the
this research the writer focused on the types repetition function used by the
B. Pertinent Ideas
1. Definition of Repetition
(1989: 48) categorizes the several purposes which repetition simultaneously serves
production, repetition gives the speaker time to formulate their next expressions so
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that the speech is fluent all the time. Turning to comprehension, Tannen (1989: 49-
50) argues that the redundancy in speech enables less dense discourse and repetition
facilitates comprehension. The connection function means that repetition has also a
referential and a relation purpose in discourse that shows how new expressions and
the business of conversation Tannen (1989: 51). Tannen has found the following
answer or speak, humor and play, savoring and showing appreciation of a good line
contributions, and including in an interaction a person who did not hear a previous
utterance. Repetition not only ties parts of discourse to other part, but it bonds
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one repeat the other speaker utterances, one accomplishes a conversation, shows
rhythm, and Bounding episodes. Those types of repetition functions can be figured
out as follows:
a. Participatory listenership
listening and accepting what has been uttered. In these uses of repetition, the previous
showing listenership and acceptance of the utterance (Tannen, 1989: 59). The speaker
continues to participate in the conversation, even though nothing new to add. This
type of repetition is also called solidatory repetition (Murata in Sawir, 2003: 48).
B: Oh diploma
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b. Ratifying listenership
incorporates the repeated phrase into their own narrative. This kind of repetition is
not quite different from the previous one. They are similar in nature. They both
only the indication of listenership but also the agreement to what has been said. In
other way, Tannen (1989: 63) says that this repetition means ‘yessing’ to the previous
utterance.
c. Humor
of the same grammatical frame to convert a common construction into the odd one
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d. Savoring
Not only humor can be created by repeating, but its appreciation can be
word in order to savor it, there by showing his appreciation of the irony.
e. Stalling
Stalling is a function that allows time to interlocutor to find what to say next.
If the speaker needs to gain time to think about the next utterances, this kind of
repetition can be used to stall. Sawir (2003: 5) states that if the repetition with raising
intonation, it means that the speaker is showing confirmation, but if the speaker utters
the repetition with falling intonation, it means the speaker need more time before
producing the next utterance or response. It can be said that the speaker repeat the
previous utterance just to slow down the conversation. Moreover Sawir adds that
repetition with stalling function often preceded or followed by expression such as; ah,
B. Pets ah, in Indonesia I don’t have but my host-family have one dog.
A. Oh yeah.
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f. Expanding
question is the first step in the process of expansion, the question is then used as a
A: Do you read?
B: Do I read?
g. Repetition as participation
Repetition will function as participation if the speaker ratifies what the previous
speaker has been uttered with a slightly variation but still in the same syntactic frame
(Tannen 1989: 66). It is clear that the speaker shows not only his/her participation but
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h. Evaluation through patterned rhythm
involve repeating words at all is patterned rhythm. As the example, it gives the
i. Bounding episodes
repetition at the beginning, which operate as a kind of theme setting, and at the end
forming a kind of coda. This is not surprising, since openings and closings are often
A: Hhhhhh…
B: There’s no time
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Repetition has been often handled under the rubric of communicative
interaction based. Semantically based self repetition may be idiomatic or may reflect
the iterative nature of the described object in an iconic manner. This kind of self
based self repetition, takes place when a speaker wants to hold the floor and to gain
planning time while searching for what to say next, or planning the rest of the move
or turn, and to bridge an interruption. Comprehension based self repetition also can
interaction based self repetition occurs when a speaker employs self repetition to ask
and answer his own questions within the same turn. It can also take the form of repeat
without any change, repeat with stress on a significant word of the original utterance
to several criteria. First, one may distinguish Self repetition and Allo repetition
fixity in form ranging to exact repetition to paraphrase (Tannen 1989: 54). Repetition
with variation, such as questions transformed into statements, statements change into
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questions, repetition with single word or phrase changed, and repetition with change
completely different words are uttered in the same syntactic and rhythmic paradigm
delayed repetition.
Depending on which speaker produces them there are two forms of repetitions
namely self repetition and other repetition (Allo-repetition). Self repetition is the
repetition that occurs when the speakers repeat themselves. Other repetition is a joint
work between speakers and their interlocutor repetition has been labeled differently
two party repetitions, second speaker repetition and Allo repetition (Tannen, 1989:
57).
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CHAPTER III
RESEARCH METHODOLOGY
A. Research Method
In this research the writer will use qualitative method. Qualitative method is a
research procedure that produces description data of words. The method used in this
research is descriptive method that describes the data and then analyzed qualitatively.
The data description is reviewing an event. This method can also be described as the
method of gathering data, in which the writer does not do any observations to collect
the data, but only gathers the data from some referential books, websites, and other
data sources.
“world view” which is holistic and has the following beliefs: 1) There is no single
reality 2) Reality based upon perceptions that are different from each person and
change over time. 3) What we know has meaning only within a given situation of
context.
The main data are the instructors of I Study English Here (ISEH). In this
research the writer takes three instructors of speaking subject. The writer also
collected an interviewed data by the instructor’s ideas in order to get sufficient and
2. Ratifying Listenership
3. Humor
4. Savoring
5. Stalling
6. Expanding
7. Repetition as Participation
8. Evaluation Through
Patterned Rhythm
9. Bounding Episodes
C. Research Instrument
Related to this research, the writer will use audio record in order to collect the
data. The writer takes an important data that related to the repetition types used by the
instructors of I Study English Here (ISEH). The audio recording has a function to
record the instructor’s speaking and then note taking have a function to transcribe the
recording. So, this research used audio recording to collect the data and note taking to
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D. Data Collection Procedures
The data will be collected by the following five steps, there are:
1. The writer makes promise with the instructor to interview or join the
classroom.
2. Before beginning the record, the writer will explain the aims to the
The analysis of the data based on theory of Tannen (1989) about repetition
functions. The data will read carefully and the data will be divided into sentences and
classified according to the aims of this study. The writer will make an outline of the
data that have been collected and analyzes in detail. After the analysis is completed,
the writer will describe the result of the analysis and makes the conclusion.
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CHAPTER IV
This chapter present, the findings, analysis and discussion of the research.
Findings are focused on the types of repetition functions used by the instructors of I
A. Findings
This part focused on the findings to answer the research questions. The data
were taken from conversation by the instructors speaking in teaching of the class at I
Study English Here (ISEH) because the writer assumes that taking data from the
beginning until the end of the class the instructors and the students created and made
the interaction in their conversation. Then, all of the data were analyzed based on
To answer the first research question, the writer revealed by the result of the
research that all the types of repetition function were used by the instructor of I Study
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Table 4.1 Types of repetition used by instructors
3. Humor _ √ _
4. Savoring _ √ _
5. Stalling √ √ √√
6. Expanding √√ √√ √
7. Repetition as Participation √ √ _
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Rc.3-Dr.00:24, S.3-Rc.1-Dr.00:06, S.3-
Rc.1-Dr.02:18)
6. Expanding 17,18,19,20,21 (S.1-Rc.1-Dr.00:25,
S.1-Rc.2-Dr.01:25, S.2-Rc.1-Dr.00:51,
S.2-Rc.1- Dr.02:16, S.3-Rc.2-Dr.11:05)
7. Repetition as Participation 22,23 (S.1-Rc.2-Dr.07:51, S.2-Rc.2-
Dr.00:50)
8. Evaluation Through Patterned Rhythm 24,25,26 (S.1-Rc.1- Dr.00:55, S.2-
Rc.1-Dr.01:41, S.2-Rc.1-Dr.07:51)
9. Bounding Episodes 27,28,29,30,31 (S.1-Rc.1-Dr.00:55,
S.1-Rc.2-Dr.00:29, S.1-Rc.2-Dr.06:51,
S.2-Rc.3-Dr.00:24, S.3-Rc.2-Dr.11:05)
Notes: S = Sample
Rc = Recording
Dr = Duration
To answer the second research questions, the writer analysis revealed that
repetition used by the instructors of I Study English Here (ISEH) in the classroom
when they teach is more potentially using ratifying listenership 25% repetition types
because in the classroom the lecturers need a feedback from the students to now if the
students get the point of the ideas has been uttered by the lecturer.
rhythm. Expanding used 15% because practically the lecturers in the classroom used
22
on-going talk to explain the topic. Bounding episode used 15% because in the
classroom the lecturers used repetition continued in order to stressing the ideas.
Stalling used 13% because in the conversation the lecturers sometimes need to think
the utterance has to express their ideas. Participatory listenership used 12% because
in the classroom the teacher makes a repeat utterance to get participation by the
students. And Evaluation Through Patterned Rhythm used 12% because practically in
the classroom the lecturers need to yelling or emitting a stream of abuse to make the
humor and savoring. Repetition as participation used 8% because in the classroom the
students sometimes disagreement with the ideas of the lecturers. It makes the students
does not give a contribution in order as agreement. Humor and savoring is used just
6% because practically in the classroom the lecturers used humor in one times no
needed to be repeats and the students usually just listen and laugh about the humor.
In analyzing the data, the writer found that repetition used by the instructor of I
Study English Here (ISEH) confirm as the theory of Tannen that can be categorized
Bounding Episodes. Those types of repetition and reason of repetition used were
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1. Participatory Listenership
that the person is listening and accepting what has been uttered. In these uses of
Sample 1
Speakers : Mr. Wy
Conversatition 1:
Mr. Wy : if you wanna say five semester you can say ‘fifth semester’ oke.
This conversation occurs in the middle of class when the speaker wants to
explain the function and differences using of words five and fifth. Repetition occurs
because the listener repeated what the previous speaker utterance to participate. Then,
Conversation 2
: No question?
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Students : No,
This conversation occurs to finish one topic in the class when the speaker give
a question to the listeners, if some of them has a question in the end of topic.
Repetition occurs because the speaker makes a question and need a feedback of his
listeners. Then, some listeners answer that question and the speaker repeat the
Sample 2
Speaker : Mr. NH
Conversation
Students : Morning
Mr. NH : Morning,
Students : Morning
This conversation occurs in the beginning of the class when the speaker
opened the class to join the listeners to keep their spirit. Repetition occurs because the
speaker makes an utterance that needed answer. The previous speaker’s utterance is
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2. Ratifying Listenership
the indication of listenership but also the agreement to what has been said. This
Sample 1
Speakers : Mr. Wy
Conversation 1
This conversation occurs in the middle of class when the speaker wants to
explain and repair word ‘tall-taller’ using. Repetition occurs because the listener
repeats what the speakers said before and also repeated here is mean yessing to the
previous utterance.
Conversation 2
26
But you have to say “she looks”untuk kelihatan
This conversation occurs in the middle of the class when the speaker wants to
explain and repair word ‘look-looks’ using. Repetition occurs because the listener
trying to express the word ‘look-looks’ until the speaker said. And then, the repetition
here is also can be categorized as yessing because the listener correct what the
Sample 2
Speaker : Mr. NH
Conversation 1
Students : Ready
This conversation occurs to makes the listeners answer one question in the
games of one topic playing by the speaker. This conversation is to get the
participation of the listeners. Repetition occurs because the listener answered the
question of speaker by repeat the utterance of the speaker and its answer is mean
yessing.
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Conversation 2
This conversation occurs in the middle of the class when the speaker wants to
make clear that the word ‘work’ is not what the listener mean. So the listener finally
knowing his mistakes and repeats the speaker utterance. Repetition occurs because
the listener repeats the utterance and it is repeat means yessing from what the speaker
said before.
Conversation 3
Students : Yes
Mr. NH : Ok?
Students : Ok
Mr. NH : Ok?
Students : Ok
This conversation occurs to closed one topic of the class when the speaker
want to know if the listener understand and get an idea of what they has discuss
before. Repetition occurs because the speaker repeats the utterance two times to make
sure that the listeners really get the point of the topic. And then, the listeners repeat
28
Sample 3
Speaker : Mrs. Wd
Topic : Memorizing
Conversation 1
Party,
Students : Party
Mrs. Wd : Partner
Students : Students
This conversation occurs in the middle of class when the speaker teach the
listener for memorize now vocab in the class. Repetition occurs when the speaker
teach the students how to read the word right and the students repeat the utterance to
show their participation of memorizing new vocab by the speaker. When the listener
repeats the utterance it is showing the agreement of the students from previous
utterance.
Conversation 2
Mardin, part,
Student : Part
Mrs. Wd : Quality,
29
Student : Quality
This conversation occurs when the speaker guides the listeners to express the
word in order to memorize. Repetition occurs when the speaker the students repeat
the utterance to show their participation of memorizing new vocab by the speaker.
When the listener repeats the utterance it is showing the agreement of the students
3. Humor
findings:
Sample 2
Speakers : Mr. NH
Conversation
This conversation occurs in the beginning of one topic to discuss in the class
when the speaker explaining their topic next. But the speaker used a wrong word to
30
express the topic. Repetition occurs here when the listener find mistakes using by the
speaker and make it clear with the question cover by a little laugh. Then, the speaker
aware his mistakes but closed his mistake by repeat utterance and add something to
4. Savoring
the word in order to savor it, there by showing his appreciation of the irony. As
findings:
Sample 2
Speakers : Mr. NH
Conversation
This conversation occurs in the beginning of one topic to discuss in the class
when the speaker explaining their next topic. But the speaker used a wrong word to
express the topic. Repetition occurs here when the listener find mistakes using by the
31
speaker and make it clear with the question cover by a little laugh. Then, the speaker
aware his mistakes but closed his mistake by repeat utterance and add something to
increase what he really wants to say and he is also cover laugh. Here, the speaker
seemed to be repeating the word in order to savor it, there by showing his
5. Stalling
what to say next. If the speaker needs to gain time to think about the next utterances,
Sample 1
Speakers : Mr. Wy
Conversation
Students : Oh, ok
32
This conversation occurs in the class when the speaker want to make sure of
his utterance and he repeat to get times to think what he really want to say.
Repetition occurs because the speaker repeat what he already said in order to get his
point and think that is he already said what his point. The speaker needs to gain time
to think about the next utterances, and the result is the speaker repeat the utterance.
Sample 2
Speakers : Mr. NH
Conversation
Students : Yes
This conversation occurs in the class when speakers find some idea to finish
the class. Repetition occurs when the speaker repeat the utterance in order to find the
next utterance to explain his idea. So repeat using by the speaker here can be
categorized as repetition of stalling because the speaker needed to think what the next
Sample 3
Speaker : Mrs. Wd
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Title : Vocab Class
Topic : Memorizing
Conversation 1
This conversation occurs in the beginning of the class when the speaker
explaining the focused of the topic for the class. The speaker trying to makes the
listeners interested for the topic. Repetition occurs when the speaker repeat the
utterance in order to find the next utterance to explain his idea. So repeat using by the
speaker here can be categorized as repetition of stalling because the speaker needed to
Conversation 2
This conversation occurs in the middle of class when the speaker explain the
first line of the vocabularies which is have to memorize by the students. Repetition
34
occurs when the speaker repeat the utterance in order to find the next utterance to
explain his idea. So repeat using by the speaker here can be categorized as repetition
of stalling because the speaker needed to think what the next utterance by repeat the
previous utterance.
6. Expanding
reformulation of the question is the first step in the process of expansion, the question
Sample 1
Speakers : Mr. Wy
Conversation 1
Students : Yes
This conversation occurs when the speaker explain the rule of the topic of
their class. The speaker getting nervous and he repeat the utterance. Repetition occurs
when the speaker gets stuck and the next utterance is come from repeat the previous
35
utterance. Suddenly, he repeated the utterance and makes the repetition by on-going
Conversation 2
Students : Glasses,
This conversation occurs in the middle of the class when the speaker
explaining some mistakes using by his students. But in his explaining he repeats the
utterance by on-going talk. Repetition occurs because the speaker repeat his utterance
using on-going talk to explain the rule and correcting of word ‘glass-glasses’ used in
daily conversation.
Sample 2
Speaker : Mr. NH
Conversation 1
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Students : Yes
This conversation occurs when the speaker explain the rule of the new topic
by using two groups. The speaker used on-going talk in order to explain the topic
rules. Repetition occurs when the speakers used on-going talk by repeat the utterance
Conversation 2
Students : Ok
This conversation occurs when the speaker trying to explain the rule of the
games they will play s their new topic in the class. Repetition occurs because the
speaker repeated the utterance by on-going talk in order to make clear the rule of the
topic games.
Sample 3
Speaker : Mrs. Wd
Topic : Memorizing
Conversation
Queen,
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Students : Queen
This conversation occurs in the middle of the vocabularies class when the
speaker explaining about the next word of the vocabularies. The speaker asked the
listeners about the vocabularies which have to memorize. Repetition occurs when the
speaker repeated the utterance by on-going talk in order to make clear what the point
7. Repetition as Participation
conversation. Repetition will function as participation if the speaker ratifies what the
previous speaker has been uttered with a slightly variation but still in the same
syntactic frame. It is clear that the speaker shows not only his/her participation but
Sample 1
Speakers : Mr. Wy
Conversation
38
Mr. Wy : One upon a time there are lives a couple..
This conversation occurs in the middle of class when the speaker trying to
explain the context of the topic. Repetition occurs because the listener repeat the
speaker said before and it is mean the listener gets the point.
Sample 2
Speaker : Mr. NH
Conversation
Its no here
This conversation occurs in the middle of the class when the speaker makes
sure that word is have to write down but there is not there. So, the listener trying to
find something that could be replaced but the speaker repeats the previous utterance
to make sure it. Repetition occurs because the speaker repeats the utterance in order
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8. Evaluation Through Patterned Rhythm
does not involve repeating words at all is patterned rhythm. As the example, it gives
the impression that she kept yelling, emitting a stream of abuse. As findings:
Sample 1
Speakers : Mr. Wy
Conversation
Students : Oh, ok
This conversation occurs when the speaker gives time to make an assignment
in order to makes the listeners get the point about the limited times. Repetition
occurs because the speaker repeats the utterance in order to make sure about the
limited time for doing an assignment. This kind of repeat used patterned rhythm by
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Sample 2
Speaker : Mr. NH
Conversation 1
Students : Ok
This conversation occurs in the class to makes group for the new topic
discussion. Repetition occurs because he speaker repeat the utterance to keep yelling
and emitting a stream of abuse used patterned rhythm. The utterance repeat to clarify
Conversation 2
Students : Ready
This conversation occurs in the end of class when the speaker trying to make
the class calm down from the hot topic of discussion. Repetition occurs because the
speaker repeat the utterance in order used patterned rhythm to make clear the point of
his utterance.
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9. Bounding Episodes
setting, and at the end forming a kind of coda. This is not surprising, since openings
and closings are often the most ritualized parts of any discourse. As findings:
Sample 1
Speakers : Mr. Wy
Conversation 1
Students : Oh, ok
This conversation occurs when the listeners does not understand with the
point of the speaker explaining. The speaker makes clear the topic used repeat the
utterance. Repetition occurs because the speaker says the same utterance in the first
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Conversation 2
This conversation occurs in the middle of the class process when the speaker
explaining the rules of using some words. Repetition occurs because the speaker
repeated the utterance continue in the beginning of conversation until the last
conversation. The listener gives a contribution of the last conversation by repeat the
Conversation 3
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This conversation occurs when the speaker trying to explain the word ‘look-
looks’ to makes the differences meaning between that words. Repetition occurs
because the speaker repeated the utterance continued. The listener, in the end of
conversation was gets the point and repeat the utterance of the speaker.
Sample 2
Speaker : Mr. NH
Conversation
Students : Yes
This conversation occurs in the end of the class when the speaker gives some
of adding words to make the students ready for the next class. Repetition occurs
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because the speaker repeated the utterance in the beginning of conversation and also
in the end of conversation. The repeat used by the speaker was continued.
Sample 3
Speaker : Mrs. Wd
Topic : Memorizing
Conversation
Queen,
Students : Queen
Mrs. Wd : Question,
Students : Question
Mrs. Wd : Quotes,
Students : Quotes
This conversation occurs in the middle of the class when the speaker
explaining about the next word of the vocabularies. The speaker asked the listeners
about the vocabularies which have to memorize. Repetition occurs because the
speaker and the listeners repeated the utterance of conversation and also the repeated
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B. Discussion
After presenting and analyzing the data, the writer found that findings were
confirmed with the theory. As theory Tannen (1989) identified several functions
served by repetition in conversation, whose major role was established coherence and
rhythm, and bounding episodes. The findings of this research found that all the types
of repetition function were used by the instructor of I Study English Here (ISEH) in
As findings revealed that the repetition function used by the lecturers of I Study
English Here (ISEH) in the classroom when they teach is more potentially using
ratifying listenership 25% repetition types because in the classroom the lecturers need
a feedback from the students to now if the students get the point of the ideas has been
rhythm. Expanding used 15% because practically the lecturers in the classroom used
on-going talk to explain the topic. Bounding episode used 15% because in the
classroom the lecturers used repetition continued in order to stressing the ideas.
Stalling used 13% because in the conversation the lecturers sometimes need to think
the utterance has to express their ideas. Participatory listenership used 12% because
46
practically in the classroom the lecturers need to yelling or emitting a stream of abuse
humor and savoring. Repetition as participation used 8% because in the classroom the
students sometimes disagreement with the ideas of the lecturers. It makes the students
does not give a contribution in order as agreement. Humor and savoring is used just
6% because practically in the classroom the lecturers used humor in one times no
needed to be repeats and the students usually just listen and laugh about the humor.
As the previous findings above, the first previous finding focuses on native
speakers of English, and based on 7 full episodes of Dr.Phil's TV Show. The second
French. And the third previous finding focuses on effectiveness of Chorus Repetition
Technique on Students’ Vocabulary Mastery which was observed and analyzed from
students of seventh grade at SMP Islam Ruhama. While, in this research the writer
focused on the types of repetition functions used by the instructors of I Study English
Here (ISEH).
The similarities between the findings with the previous findings are repetition
always used in every conversation or by the speakers in the classroom. As the first
previous findings found that both Dr. Phil and his guests used many repetitions (175
findings found that all the narratives analyzed, GL repetitions were employed with
47
some 10% more frequency than WL repetitions. For both levels, pronouns,
determiners and verbs were the commonest elements to be repeated. That these three
spontaneous speech of non-native speakers. And the third previous findings found
proved by tvalue (2.096) which is higher than table in the degree significance 5%
(1.680). While this research found that the instructors of I Study English Here (ISEH)
in the classroom when they teach is more potentially used types of repetition
The differences between the findings with the previous findings are every
repetition used has many variant of their use. As the first previous finding self-
improving toward the students’ vocabulary mastery. While the findings of this
research used several types of repetition function using by the instructor of I Study
48
CHAPTER V
This chapter presents conclusion and suggestion. After analyzing the Types of
Repetition Function Used by the Lecturers of I Study English Here (ISEH) the writer
A. Conclusion
Based on the analysis data, the writer took several conclusions as follows:
The research revealed that all the types of repetition function identified by
Tannen (1989) were used by the instructors of I Study English Here (ISEH). The
qualitative analysis revealed that the repetition used by the instructors of I Study
English Here (ISEH) in the classroom when they teach were more potentially use
ratifying listenership 25%. The second potentially of repetition used by the instructors
listenership and evaluation through patterned rhythm 12%. Repetition types which
less potentially used were repetition as participation 8%, humor and savoring 6%.
B. Suggestion
Based on the conclusion above, the writer gives some suggestions as follows:
1. The writer suggest to other researcher who are going to conduct discourse
49
2. The writer suggest the instructors and the students of I Study English Here
(ISEH) to more practice and more study about how to produced a good
3. The writer suggests the students of I Study English Here (ISEH) to use
self reminder.
4. The writer suggests the instructors of I Study English Here (ISEH) to more
increase the learning process of the students. Makes a good prepare for the
students learning process in the class and to carry the learning process with
50
BIBLIOGRAPHY
Akyel, Esma. 2015. Repetition in film form the case of Kim Ki-Duk.JournalPdfAticle
of repetition thesis. Retrieved March 02, 2018 from
http://www.thesis.bilkent.edu.tr/0007008.pdf
Deleuze, Gilles. 2004. Difference and Repetition. Journal Pdf about Repetition.
Retrieved January 02, 2018 from
http://topologicalmedialab.net/xinwei/classes/readings/Deleuze/Difference
-and-Repetition/English/DifferenceRepetition01.pdf
Halliday, MA.K. and Ruqaiya Hasan. 1976. Cohesion in English. New York:
Longman Group Ltd. Retrieved 06, 2018 from
https://web.uam.es/departamentos/filoyletras/filoinglesa/Courses/Cohesio
nofEnglish/HallidayHasanReading.pdf
_______, M.A.K. and RuqaiyaHasan. 1985. Language, Context, and Text: Aspect of
Language in A Social-Semiotic Perspective. Victoria: Deakin
University.Retieved March 12, 2018 from
https://web.uam.es/departamentos/filoyletras/filoinglesa/Courses/LFC11/L
FC-HallidayHasanReading.pdf
Kierkegaard, Søren. 2009. Repetition and Philosophical Crumbs. Trans. M.G. Piety.
New York: Oxford. Retrieved 12 March, 2018 from
http://thecollege.syr.edu/people/faculty/pages/rel/_PDFs-others/Kierke-
Repet%20Crumbs-OWC.pdf
51
Komang, Ida AyuTrisusanti. 2016. Repetition in the Children Story of Hansel and
Gratel. Bali: Udayana University. Retrieved March 13, 2018 from
http://download.portalgaruda.org/article.php?article=121695&val=937
Perrin, L., Deshaies, D., Paradis, C. 2003. Pragmatic functions of local diaphonic
repetitions in conversation.Journal of Pragmatics 35(12), 1843–
1860.Retrieved March 16, 2018 from
https://www.researchgate.net/publication/240418234_Pragmatic_function
s_of_local_diaphonic_repetitions_in_conversation.
52
Sawir, E. 2003.Keeping up with native speakers: The many and positive roles of
repetition in the conversations of EFL learners. Retrieved February
20,2018 from http://www.asian-efljournal.com/december_04_ES.php.
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APPENDIX
The research was done on 31th July until 01st August 2018 in the three classes
of I Study English Here (ISEH). The test was given to three instructors speaking and
conversations in the classes; they were Sample 1, Sample 2 and Sample 3.
Sample I
Speakers : Mr. Wy
Title : Speaking Class
Topic : Telling Story
Date : July, 30 2018
Record I
Mr. Wy : you use vocabulary here, you are gonna write down and then after
you finished I will invite you one by one, I will call you one by one, I
will invite you one by one. Then describe your friends. Any
question? Will you join? Start from you
Student : yes
Mr. Wy : yeah, maybe like a you and you, you and you, and you ok. And then
I give you five minutes, I give you five minutes to prepare. What is
your name? I mean describe your friends. You look your friends and
describe your friend and write down what you wanna say.
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Mr. Wy : It’s depends on you, what you wanna tell
Student : oh, ok
Mr. Wy : ok, I give you five minutes; I give you five minutes or ten minutes
to prepare what you wanna tell here. And then, one by one of you
should show up. Ok?
Students : ok.
Record II
Mr. Wy : ok, now I will give you additional like, if you wanna presentation
here, and you say I will describe someone or I want to describe
someone. It is better to say I am going to describe, it’s better to say I
am going to, because if you say I will describe someone it’s mean not
now but if you say I am going to, it means after you say that, you
describes. And then, for make ocular your speaking if you wanna say
I am going to, you can say I am gonna. But more ocular if you say I
amma describe.
And then, the second one is if you say she wear glass, she wear
glasses. You should say wear glasses because it is two of glass. Ok
Student : me,
Mr. Wy : if you wanna say five semester, it is bilangan bertingkat, right? You
can say fifth semester. Ok I ever teach you this.
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Then, I heard you say tall than me. She is taller then me, you can say
taller then me.
Mr. Wy : yes, you can say look for terlihat but you have to say she ‘looks’ for
keihatan beautiful, ok like she looks beautiful tonight .
Students : no,
Students : oh yeah, ok
Mr. Wy : once upon a time there are couples. They have a relationship. Its
stop from me and then you continue, you and you. Ok
Sample II
Speakers : Mr. NH
Title : Debate Class
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Topic : Love or Money
Date : July, 31 2018
Record I
Students : Morning
Students : Morning
Ok so, we make a line, you make a line. There are two lines, I will
divide you became a group. So we start from one.
Mr. NH : Ok, so one here two here. Came on, one here two here. Came on
hurry up.
Ok this is aour game you whisper your friend, I will give a word.
Then, you can whisper your friend. Ok
Students : ok,
Students : Ready,
Mr. NH : so, I mean it is difficult for you to write down. Ok, came on.
Students : Understand
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Mr. NH : Ok, lets start.
Record II
One two three four five six seven eight nine. There is no here, it is no
here
Mr. NH : It is no here. You got wrong. But its ok, now give applause..
Now, I will give you one topic, this topic is very delicious topic.
Mr. NH : Yeah, delicious and interesting topic. So our topic for debate today is
about love or money. We have to love someone but we need money
ok. This two kinds is very important. One group choose money and
another choose love. Ok, do you understand?
Students : yes,
Mr. NH : Ok?
Students : ok,
Mr. NH : Ok,
Students : ok
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Record III
Mr. NH : So, I would like to say thankyou very much for today. Tomorrow
just prepare yourself. We will learn about debate in english, its about
your confident first tomorrow, I think you have good confident. The
second is we have to rich. You know rich, memperkaya, yeah you
have to rich vocabularies, ok prepare yourself tomorrow guys, ok
Students : Yes
Mr. NH : The last I will say is one of the sentences of philosophy. The
sentence is ‘the culture is broken when there is no love’. So, give
applause for today and thank you.
Sample 3
Speaker : Mrs. Wd
Title : Vocab Class
Topic : Memorizing
Date : August, 01 2018
Record I
Mrs. Wd : so, how many days left. Oh yeah five days left. It means that we are
Students : yes
Mrs. Wd : so, for today we are going to start like usually. We are going to
Stusents : yes,
Mrs. Wd : so, guys this is the first line. Ok, this is the first line of our vocab
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Mrs. Wd : lets memorize start from number one. Party,
Students : party
Mrs. Wd : partner
Student : part
Mrs. Wd : quality
Student : quality
Record II
Mrs. Wd : Ok, next the second line from eleven to twenty, ok we start from
eleven. Queen,
Students : queen,
Mrs. Wd : question,
Students : question
Mrs. Wd : quotes,
Students : quotes
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61
BIOGRAPHY
Moreover, she graduated her elementary school’s life in 2007. Henceforth, she
continued her study at State Junior High School in SMPN 01 Funju in 2007 and
graduated in 2010. Then, she continued to study at Senior High School in SMAN 01
Pasangkayu in 2010 and graduated in 2013.
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